Banca de QUALIFICAÇÃO: ELIANE ALMEIDA DE SOUZA E CRUZ

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ELIANE ALMEIDA DE SOUZA E CRUZ
DATA : 30/10/2019
HORA: 11:00
LOCAL: Instituto Multidisciplinar
TÍTULO:

Anti-racist Decolonial Pedagogy Pedagogical actions for a possible construction

PALAVRAS-CHAVES:

Decolonial Pedagogy - Coloniality - Autobiography - Self-ethnography - Law No. 10630/03

PÁGINAS: 60
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This research develops from the political and critical perspective of the intertwined relationship of criticism, emancipation and praxis. It is to think of an anti-racial decolonial education / pedagogy, based on the Experience-Sense pair, that acts as a lever for the exposure of subjectivity involved in the educational process, highlighting the construction of the student and teacher. It is the construction of a horizontal, circular and feedback road. We can also determine that there is a subject of work and a subject of experience, respectively, one is the reproducer of a mechanical activity, so everything that is written about the subject of experience is the opposite for the subject of work, because it does not bring to itself the dialectic of its function. The subject of experience dialogues with his knowledge, with the theoretical field and with social facts - the historical context. These three elements are necessary in the teaching life, and in this research he brings with him a sociocritical reflection of a certain reality, mainly, as a way to validate his research. Decolonial Education enables the unveiling of knowledge and knowledge that are silenced in school curricula, and teachers exercise their pedagogical activity that brings an Other Thought (WALSH, 2006), through contents that are invisible by the curriculum. In this sense, Decolonial Education is another model of the dialectical game of social, political, cultural, economic interest and power of antagonistic forces that generate an epistemic hierarchization; she questions the curriculum presented for years in school curricula. This resistance is built and exercised by both educators and learners engaged in a struggle (hooks, 2013), and here, specifically, the anti-racist struggle. The writing of this thesis will address the methodology of Autoetnography, ie, reflect my background, reflection on pedagogical practices, memories and changes-permanences in the know-how of anti-racist teaching. The self-ethnographic research Ellis and Bochner (2000) may have subjective and contextual limitations, part of a methodology that allows another way of interpreting the world, and not being stuck in methodological procedures, which does not allow me is in the text; It allows me to reflect on what I proposed and developed in the activities.

MEMBROS DA BANCA:
Presidente - 1450821 - LUIZ FERNANDES DE OLIVEIRA
Externo ao Programa - 1306112 - VIVIANE CONCEICAO ANTUNES
Externo à Instituição - Aderaldo Pereira Dos Santos - FAETEC